David Hogan (Singapore) - Teaching and Learning Research ...

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5. Networks, clusters, learning circles, centres of excellence Share information, content and experiences Support development of professional learning conversations and broader professional learning communities Develop professional identities Explore the emotional economy of teaching 6. Professional partnership school (cf., model school, lab school, experimental school) to model effective practice 7. Professional publication in local and international journals, , including case studies 8. Substantial resourcing (esp. time) at school level Reduced work loads Support teachers “White space” Singapore: top down support for bottom up initiatives 32
9. In Singapore (and arguably in other countries with similar structures s of pedagogical control), successful intervention programs eventually y depends on pedagogical realignment and re-coupling at the school and systemic level In Singapore, for example, we have a multiply and strongly coupled system of bureaucratic, performative (via high stakes assessment), cognitive (curriculum), discursive and normative control of classroom sroom pedagogy combined with weak professional control High stakes assessment (HSA) system strongly coupled to curriculum um and to classroom pedagogy. In particular, assessment system drives classroom pedagogy, prompting teachers to focus on “coverage” of the text and rely on teacher-dominated pedagogies of knowledge transmission and rote learning. This has delivered outcomes valued by the system. At the same time, however, it has also limited the opportunity for significant and sustained pedagogical innovation to achieve newer learner outcomes associated with participation in the knowledge economy that are valued very highly by the government Central challenge for the government is to figure out how to achieve newer priorities without sacrificing or putting at risk earlier successes… 33
Page 1 and 2: POLICY-DRIVEN RESEARCH AND EVIDENCE
Page 3 and 4: MOE Policy Priorities, 1997-Present
Page 5 and 6: Initial Organization of R & I Core
Page 7 and 8: 2. Core Research Program 7
Page 9 and 10: Core Research Questions (cont’d)
Page 11 and 12: Panels Sample Core Panel Design Key
Page 13 and 14: Outcome Measures by Panel Outcome M
Page 15 and 16: Core Research Design Background: St
Page 17 and 18: Strands: Enduring Professional Prob
Page 19 and 20: Engaged Learners Strands by Themes
Page 21 and 22: 3. INTERVENTION PROGRAM Third comp
Page 23 and 24: Selection Criteria cont’d Includ
Page 25 and 26: Selection Criteria (cont’d) Proj
Page 27 and 28: Recognize that sustained pedagogica
Page 29 and 30: Successful intervention programs in
Page 31: 3. We believe that scale-up should
Page 35 and 36: But this creates an awkward policy
Page 37 and 38: CAPACITY BUILDING, PEDAGOGICAL REAL
Page 39 and 40: The Singapore case is important and
Page 41 and 42: Simplified Institutional Model of S
Page 43: Thankyou 43

David Hogan (Singapore) - Teaching and Learning Research ...

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